1. Chapter 9 Art and Physical-Mental Growth
Art and Physical (Motor) Development
Art and Mental Development
Art in the Total Program

2. Art and Physical (Motor) Development
Motor development = physical growth
Hand-eye coordination
Motor control
Pattern of physical growth
Large to small—gross to fine
Head to toe—cephalocaudal
Inside to outside—proximodistal

3. Art and Mental Development
Art and thinking skills
Creative activities and the senses
Color concepts
Concept of change
Flexible thinking
Vocabulary

4. Art and the Total Program
Art develops children in these ways:
Socially
Mentally
Physically
Emotionally
Creative expression
Creative thinking across the curriculum

5. Chapter 10 Art and Social-Emotional Growth
Self-Concept and Self-Acceptance
Child-to-Child Relationships
Social Competence
Child-to-Teacher Relationships
Child-to-Group Relationships

6. Self-Concept and Self-Acceptance
Child’s growing awareness of self
Feeling good about oneself
Positive self-concept
Learned by how others treat you
Learned through creative art activities

7. Self-Acceptance and the Art Program
Accept child at developmental level
Show confidence in child’s work
Provide comfortable environment for age level
Provide developmentally appropriate materials and activities
Provide appropriate environment for children with special needs

8. Child-to-Child Relationships
Interaction with other children
Sharing ideas and opinions
Accepting new ideas
Sharing feelings

9. Social Competence Ability to get along with others
Predictor of adult adaptation
Learned in interactions with others
Important learning by age six
Expression of feelings
Cooperation and sharing

10. Child-to-Teacher Relationships
Teacher—important person to young child
Child—learns to be with adult other than parent
Child—learns to express feelings to another adult
Teacher—first real adult friend
Acceptance
Rapport

11. Child-to-Group Relationships
Different than family group
Child learns to follow
Child learns to lead
Child learns to share feelings and ideas
Child learns to cooperate and share
Child learns to respect others’ rights
Child learns self-discipline

12. Chapter 11 Developmental Levels and Art
Developmental Levels/Stages of Art
Children’s Drawing
The Scribble Stage
The Basic Forms/Preschematic Stage
The Pictorial/Schematic Stage
The Gang Stage

13. Stages of Art Development
Developmental levels
Guide to what children can do in art
Not a strict guideline
Overlap between stages

14. Art Development Theories
Lowenfeld—5 stages
Scribbling
Preschematic
Schematic stage
Gang stage
Stage of reasoning

15. Art Development Theories (continued)
Kellogg—4 stages
Scribble stage
Combine stage (diagrams)
Aggregate stage (two or more diagrams)
Pictorial stage—representational art

16. Scribble Stage Generally one to one-and-a-half years Characteristics
Random directions
Kinesthetic pleasure
Pure sensimotor action
No planned direction
No connection between thought and scribbles

17. Controlled Scribbling—Later Scribble Stage
Connection made between motions and marks
Characteristics
Child controls direction
Repeated motions
New scribble forms—e.g., zigzags, circles—appear

18. Early Basic Forms Stage
Children generally draw an oval or circle
Characteristics
Children recognize a circle in scribbles and repeat it
Developed from circular scribbles
May add dots and lines
May also include curved line or arc
Lines or arc in one direction

19. Later Basic Forms—Rectangle and Square
Children generally three to four years old
Characteristics
Children can draw separate lines of desired length
Children can join separate lines
Improved motor control and hand-eye coordination

20. The Pictorial/Schematic Stage
Children draw for a purpose
Characteristics
Basic forms perfected
First schema—individual pattern, mental structure, highly individual, of emotional importance
Forms suggest images that stand for ideas
Miscellaneous scribbling left out
First symbols—visual representation
Visual representations express feelings and ideas

21. The Gang Stage Children ages 9 to 12 Characteristics
Concern that things look “right”
Concern about lack of ability
Children aware of how things look in their drawings
More detailed schema
Begin to draw horizon line
Highly self-critical
Work is less spontaneous in appearance

22. Value of Computers in Early Childhood Programs
Spoken communication
Cooperation
Social interaction
Fine motor skills
Self-help skills
Collaborative work

23. Choosing Software for Young Children
Age appropriateness
Child control
Clear instructions
Expanding complexity
Independent exploration

24. Choosing Software for Children (continued)
Process orientation
Real-world representations
Technical features
Trial and error
Visible transformation

25. The Internet and Early Childhood Programs
Web 1.0 vs. Web 2.0
Information sites—reference sources
Communication sites—writing sources
Interaction sites—similar to software programs
Publication sites—publishing children’s work
Blogs, Wikis

26. Personal Learning Networks
Online educational community
Social Bookmarking Accounts
Shared links with groups/networks
Links stored online
Organization with tags/keywords